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perception Flashcards

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1
Q

what are the physical properties of sound

A

frequency
amplitude

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2
Q

in what domains do we perceive sound

A

pitch
loudness

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3
Q

what is sound

A

waves of changing pressure travelling through air

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4
Q

what is amplitude

A

maximum air pressure in each cycle

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5
Q

what is frequency

A

the number of cycles of changing air pressure per second

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6
Q

how is pitch related to frequency

A

perceived pitch is equivalent to frequency

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7
Q

what does high frequency mean for pitch and number of cycles

A

more cycles
high pitch

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8
Q

what does low frequency mean for pitch and number of cycles

A

less cycles
low pitch

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9
Q

how is loudness related to amplitude

A

increased amplitude causes loudness to increase approximately 4 times

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10
Q

describe more and less amplitude in terms of loudness

A

more amplitude = more loud
low amplitude = less loud

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11
Q

how do we perceive physical energies of sound

A

through a change in pressure that comes through the ear drum, bones act on our cochlea

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12
Q

what fixtures are involved in auditory transduction

A

cochlea
basilar membrane
hair cells

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13
Q

what are hair cells

A

mechanoreceptors
- transduce vibration of the basilar membrane (turn physical properties on the basilar membrane into electrical energy) and sends the electrical signal to the brain through the auditory nerve

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14
Q

where in the cochlea is frequency highest and lowest

A

highest - oval window at the base of the cochlea
lowest - apex at the tip of the cochlea

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15
Q

how does pitch affect activity on hair cells

A

higher pitch = less activity on hair cells

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16
Q

what does each hair cell signal

A

the amplitude of one narrow range of frequencies in the sound

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17
Q

how is loudness perceived

A

through the firing rate of the hair cells
quick firing - loud
slow firing - quiet

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18
Q

what is the min and max range of frequencies a person can hear

A

20Hz - 20kHz
but this decreases with age

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19
Q

in sensing sound- what are the 3 physical dimensions of sound

A

frequency
amplitude
complexity

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20
Q

in sensing sound - how do the physical dimensions determine what we hear

A

frequency = pitch
amplitude = loudness
complexity = timbre

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21
Q

what is fundamental frequency

A

the lowest frequency component of the sound

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22
Q

what are the 2 subdivisions of parallel cortical processing ‘streams’

A

dorsal stream
ventral stream

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23
Q

where does the dorsal stream lead

A

superior parietal lobe

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24
Q

where does the ventral stream lead

A

inferior temporal lobe

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25
Q

FFA - fusiform face area

A

responds to faces more than other objects (associated with prosopagnosia)
works along the ventral stream

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26
Q

PPA - parahippocampal place area

A

responds preferentially to places, such as pictures of houses

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27
Q

EBA - extrastriate body area

A

specifically involved in the perception of body parts

28
Q

what is the amygdala specialised for

A

emotional response

29
Q

in terms of facial recognition what does damage to connections in the amygdala result in

A

spared ability in identifying the face (e.g. their mother) but a remaining belief that it is not their mother because they have not expressed a connective emotional response- they believe they are seeing an imposter
if the mother talks to them, the patient could believe it is truly her but not just by seeing a picture (due to different process systems and damage)

30
Q

visual systems in a frog

A

have distinct visual processing
process left visual field on the right hemisphere and vice versa
if remove the tectum, no visual processing takes place on the left visual field and frog would have no response to left visual information

31
Q

what is the dorsal stream

A

the ‘where system’, binocular information (how far away are things)
needed for visual control of movement (Milner and Goodale, 1995)
egocentric - things around us are processed in a way that is useful for us to act on
unconscious- we are not ware of the processes taking place

32
Q

what is the ventral system

A

the ‘what’ system
identification of objects and events
allocentric - not based upon where you are but the area around you
conscious - we are aware of what we are doing, identifying etc

33
Q

evidence for the 2 visual systems - milner and goodale, 1995

A

comes from comparisons between people with damage and without damage

34
Q

what is optic ataxia

A

occurs when dorsal stream is damaged
difficulty moving towards targets and coordinating movements to pick things up
difficulty in pointing without delay (immediately)
- results from lesions to posterior - superior parietal cortex
no difficulty in identifying visual system

35
Q

what is visual agnosia

A

occurs when ventral stream is damaged
incapable or / reduced processing of facial, object, shape, size recognition
incapable of copying pictures or recognising own drawing
capable of drawing from memory

36
Q

patient DF - visual agnosia

A

had damage to ventral system
- negotiates obstacles during locomotion
- poorly estimates height of obstacles (verbal response - cannot say how tall something is, but able to notice that a door is too short to walk through)
- highly proficient at grasping - appropriate hand orientation and grip aperture (wideness to open hand when picking something up)
- motor output intact but verbal response affected

37
Q

what is the difference between recognition and action

A

recognition requires a verbal response (judging distance, size etc.)
action requires motor response (point, reach, pick up)

38
Q

what is the Ebbinghaus illusion and how does this related to verbal and motor responses

A

pictures of dots in which the left has one big dot and little dots surrounding and the right has a the same size dot but bigger dots surrounding
Aglioti et al., 1995
- verbal response was more influenced by the perceptual illusion than the motor response
ventral - the perceptual system is fooled by the size of the dots around the centre dot
dorsal - unaffected by illusion because it can use a motor response of measuring the dots with hands to see they are the same size

39
Q

how can we learn about how our perceptual system works

A

studying situations where it makes mistakes

40
Q

change blindness experiment

A

shows the gaps in our perception
showing a grey square in between two pictures which are slightly but noticeably different masks the changes in the picture and so we fail to notice the differences
when we look to detect something is based on what we have stored in our memory about the environment
interpretation of the visual field is sparser than the subjective experience of ‘seeing’ suggests
we cannot process everything projected onto the retina (130 million photo receptors on each eye)

41
Q

what is attention

A

william james (1980) - the taking of possession by the mind out of several possible objects / trains of thought

42
Q

varieties of attention

A

external - attending to stimuli in the world
internal - attending to one line of thought over another or selecting one response over another
overt - directing a sense organ towards a stimulus, like pointing eyes or turning head
covert - attending to without giving and outward sign you are doing so
divided - splitting attention between two different stimuli
sustained - constantly monitoring some stimulus

43
Q

visual attention

A

selection of some visual stimulus or set of visual stimuli at the expense of others for visual and cognitive analysis and often for control of behaviour

44
Q

what is the nature of the selection process - space or object?

A

if you consider this from a change blindness perspective, object seems more likely
when you are viewing something on a screen, more fixations focus on the centre and/or the thing you want to get more information on
if we attended to space, the changes in examples of the change blindness test would have been noticed sooner

45
Q

what is the spotlight metaphor in moving visual attention

A

attention is like a spotlight which moves around and allows us to selectively attend to parts of the visual world
in the spotlight model, attention is directed towards space - a space-based model of attention
Posner (1980) suggested that enhanced processing/detection occurs within the spotlight
the theory that we can move our attention around to focus on various parts of visual field

46
Q

Orienting attention - Posner (1978, 1980) Posner, Davidson and Snyder (1980)

A

examined the effects of visually pre-cueing regions of space on detecting the presence of a potential target
- wanted to know if causing a shift of attention to a specific location in space would improve the processing of subsequent stimulus
this is examining of covert attention shifts

47
Q

visual search types

A

feature search - target defined by the presence of a single feature (like a unique colour)
conjunction search - target defined by the conjunction (co-occurrence) of 2 or more features (colour and orientation)
spatial conjunction search - the target and distractors contain the same basic features

48
Q

how can you quantify the efficiency of a visual search

A

look at the average increase in reaction time for each item added to the display
measured in terms of slope of the search of ms/item
the more ms/item (larger slope), the less efficient the visual search is
some searches are efficient and have small slopes
some searches are inefficient and have large slopes
it is faster to find a target than to determine there is no target to be found

49
Q

what is the binding problem

A

the challenge of tying different attributes to visual stimuli, which are handled by different brain circuits, to the appropriate object so we can perceive a unified object

50
Q

true / false - colour, motion, orientation are all represented by separate neurons

A

true

51
Q

feature integration theory

A

object based
Tresiman’s theory of visual attention, which holds that a limited set of basic features can be processed in parallel pre-attentively but that other properties, including the correct binding of features of objects, require attention

52
Q

what is the pre-attentive stage

A

the processing of a stimulus that occurs before selective attention is deployed to that stimulus

53
Q

what is an illusory conjunction

A

an erroneous (incorrect) combination of 2 features in a visual scene

54
Q

what do illusory conjunctions provide evidence for

A

that some features are represented independently and must be correctly bound together with attention

55
Q

why does posner 1980 say that objects can be attended to covertly

A

we can process information to some extent even when our eyes are not directly focused on it
- like looking out the corner of your eye
such strategies are of limited relevance during purposeful action, such as making a cup of tea or crossing a road (Land, 2009)

56
Q

top-down attention

A

viewing pictures of scenes is different from acting within scenes
- we move our eyes to help us see better
- place the image or object of interest in the part of the retina with the highest acuity (fovea) and keep the image in the eye stationary despite movement of the object or one’s head
top-down process aim is to find something in an image

57
Q

Land and MacLeod (2001) Novice vs expert cricketers gaze differences

A

cognitive abilities to predict ball actions (dropping speed, landing point) differ due to experiences
our eye movements cannot keep up with the ball as it is too fast of continuous smooth pursuit so eye movement must be predictive
- novices try to follow the ball longer than experts do and make later decisions about the landing point
- novice answers always have more variability in their decision
- experts tend to fixate on the bounce point earlier than novices do

58
Q

why do eye movements need to be predictive

A

if a round trip from the eye to brain to muscles takes a minimum of 200 ms and a cricket ball only takes 600 ms, then we must predict to avoid encountering sensory delays

59
Q

what is the order of eye movements from start (seeing stimulus) and end (acting response)

A

photoreceptors -> ganglion cells -> LGN -> primary visual cortex -> other cortical areas -> midbrain -> brain stem -> muscles

60
Q

what is representative design - Brunswick 1956)

A

organisms adapt to their natural environment
- experimental stimuli must be sampled from the organism’s natural environment as this tells us about the binding problem

61
Q

cognitive ethology (Kingstone et al., 2008)

A

the advocation of the studying of behaviour under realistic conditions
- originally applied to the study of animal behaviour (studying animals in the wild vs in the zoo)

62
Q

what are the 2 incorrect assumptions made by lab-based studies

A
  1. the processes that subserve (involved in) cognition are invariant and regular across conditions
    - when making perceptual judgements, a failure to understand the processes that take place for 1 task but not take place in a very similar but different take is similar conditions
  2. situational variability can be reduced, or eliminated, without affecting the nature of the process being measured
    - changing the nature of the task involve like providing information that would not typically be involved in regular conditions, is not realistic
63
Q

what are restrictions of lab studies

A

2d
limited resolution
size of the display is not reflective of real world, especially if it is on a monitor
unnatural responses
constrained head movement

64
Q

what is a limitation of the study by Savelsbergh et al (2005) - gaze behaviour

A

investigated the gaze behaviour of goalkeepers during a video simulation of a penalty kick
- incorrectly concluded that the behaviours observed were invariant and therefore, representative of real-world behaviour

65
Q

Dicks et al (2010) - recreating Savelsbergh

A

recreated Savelsbergh’s 2005 study of goal keepers’ gaze behaviour but included a real-world condition
- observed similar behaviour in the simulation condition that Savelsbergh did
- simulated condition created an artificially high percentage of fixation towards the legs of penalty takers whereas, in the real world, goalkeepers focused almost exclusively on the ball

psych 2b (5 decks)

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